Rough Draft of Debate Notes

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SWBAT complete a rough of their debate notes by organizing their evidence.

Big Idea

The won who wins is the one who is prepared!

Lesson Opener

10 minutes

Connect:  I will say, “We have been researching our topic by reading non-fiction texts and the internet, today we are going to complete a rough draft and final draft of our debate notes. 

Teach: I will say, “In order to start organizing our debate, I am going to practice the skill organizing all my notes strategy of using a graphic organizer and/or note cards. The process I will use is as follows:

1) Read over the evidence I have gathered so far

2) Jot them down on the organizer or note cards

3) Collaborate with my partner on what we should revise." 

I will show the students how I organize my evidence using the graphic organizer and the debate cards. I am giving my students two options because the when I first taught this, I required them to complete their organizer before the note cards. Some students were frustrated by the organizer, while others were successful with it, so I told them they could then us either. 

Active Engagement

5 minutes

Active Engagement: I will say, “Turn and talk to your partner, what is your hook, claim and 3 main points?”  I will check for understanding by listening to my different levels of learners (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).

Closing of Active Engagement: I will say, “In order to start organizing a debate, persuasive speakers organize all their notes by using a graphic organizer and/or note cards. They read over the evidence they have gathered so far, jot them down on the organizer or note cards and collaborate with their debate partner on what they should revise.

Independent Practice

30 minutes

Independent Practice: I will say, “Now you are going to organize your notes.” I will confer with them about their evidence organization.

Partner Work: Students will be directed share their notes with the person who will be on their debate team (I will put the teams under the document camera. I will say, “Decide who will be partner A and who will be partner B. Partner A you will share the evidence you have so far. Partner B, I want you to listen if Partner A has the same or different evidence as you do. Since you will be a debate team, quickly decide how you can have different evidence to be more persuasive debaters.

Depending on time, I will have them share their predicted claims of their opponents as well as their counter claims.


Closing: For today students turn in the notes they have so far.